Main field(s) of study and in-depth level:
Peace and Conflict Studies A1N
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
G1N: has only upper-secondary level entry requirements
G1F: has less than 60 credits in first-cycle course/s as entry requirements
G1E: contains specially designed degree project for Higher Education Diploma
G2F: has at least 60 credits in first-cycle course/s as entry requirements
G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
GXX: in-depth level of the course cannot be classified.
A1N: has only first-cycle course/s as entry requirements
A1F: has second-cycle course/s as entry requirements
A1E: contains degree project for Master of Arts/Master of Science (60 credits)
A2E: contains degree project for Master of Arts/Master of Science (120 credits)
AXX: in-depth level of the course cannot be classified.
Fail (U), Pass (G), Pass with distinction (VG)
The Department Board
Fulfilment of the requirements for a Bachelor's degree with a social science subject as the main field of study.
After completion of this course the student is expected to be able to:
Demonstrate a deepened understanding of the central themes in the study of gender in peace and conflict research.
Be aware of theoretical approaches and emerging empirical patterns in the gendered aspects of war and peace, as they are covered in existing scholarly knowledge.
Identify institutional actors, processes and efforts to address the gendered nature of armed violence and respond to the demands for building equal post-war societies.
Design and carry-out an analytical writing task, using a scientific approach, on a relevant topic in the course subject and within the specified time limits.
Demonstrate familiarity with central topics that are covered in the course.
This course focuses on the intersection between gender and peace and conflict research. It aims to develop students' abilities to understand the complex role that gender plays in patterns of war and peace. Gender is defined as the "socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women". The emphasis is placed on understanding gender's explanatory value in relation to participation in war; the differential patterns of suffering and violence; and the consequences for men and women in conflict resolution, peacekeeping, transitional justice and peacebuilding processes. In addition, the course builds familiarity with different efforts to address the gendered nature of armed violence and the demands for equal post-war societies. The role of the United Nations (UN), regional organisations and local level actors will be highlighted. Three inter-related sub-areas will be covered: 1) Wartime violence; 2) Post-war transitions and peacebuilding; and 3) Responses and gender, women and war. The course will explore topics such as gendered differences in participation and suffering; sexual violence in armed conflict; the social and political variation associated with gender equality goals and outcomes; the challenges of peacekeeping; women's participation in conflict resolution; and implications for peacebuilding and transitional justice.
 World Health Organisation, 'What do we mean by "sex" and "gender"?', Gender, women and health, <http://www.who.int/gender/whatisgender/en/>.
The course will be carried out through short lectures and interactive seminars during which the students will present and discuss written submissions.
Examination and grading is based on the students' performance in the following areas: oral presentations of readings; short memos; active participation in seminars and lectures; and a final paper.
The grading system has three grades: Pass with distinction (VG); Pass (G); and Fail (U).
Two retake opportunities are offered per year the course is offered.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.